A contação e sonorização de história como recurso pedagógico musical acessível para a educação infantil

Abstract

The present study aimed to analyze the participation of children with disabilities in storytelling and sound production activities, used as accessible musical pedagogical resources in Early Childhood Education. Regarding the methodology, a qualitative action research was conducted with 18 five-year-old children from a private Early Childhood Education school in the city of Natal/RN. For the research, a pedagogical project of storytelling and sound production was developed, consisting of 10 sessions held once a week, each lasting 30 minutes. During the sessions, sound narratives were conducted, incorporating musical pedagogical practices such as musical accompaniment exercises, singing games, rhythmic, sound, and gestural imitation activities, among others. The results highlighted gaps in studies addressing the objectives of this research. It was also found that children with disabilities actively participated in the activities, significantly contributing to their musical development, as well as to the improvement of motor, cognitive, and social skills, in addition to their autonomy, independence, and decision-making abilities. The research also emphasized the importance of continuous support from assistants during musical activities. As a product of this process, an e-book was created with information on Music and Inclusion in Early Childhood Education, as well as a pedagogical-musical didactic sequence aimed at teachers working in Basic Education, using storytelling and sound production as accessible pedagogical resources in Early Childhood Education.